ABSTRACT

The Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s] an exceptional cross-cultural experience with international engagement … to broaden teacher candidates’ horizons for a society of increasing diversity in today’s globalized world’. This article’s purposes are to discuss how reciprocal learning is both a concept and an approach for international and cross-cultural teacher education and school education and to present the learning outcomes and educational significance of the East-West reciprocal learning programme in teacher education. The Programme has created opportunities for both pre-service and in-service teachers to understand and appreciate a culture and educational system different from their own, thereby reciprocally contributing to educational opportunities for those they teach. The research theory and method utilised in this work are found in a companion paper in this special series and are briefly discussed below in the project overview and later in a discussion of student outcomes. This work has implications for other school settings where increasing immigrant student population and cultural diversity have become the norm.

摘要

职前教师互惠学习计划的制定是通过将​​东方学习与西方知识融为一体来实现东西方二元对接的愿景。该计划是Xu和Connelly在2013-2020年的7年加中互惠学习伙伴关系在师范教育和学校教育中的两个基础之一。该计划“在国际参与中提供了卓越的跨文化经验……为当今全球化世界中日益多样化的社会拓宽了教师候选人的视野”。本文的目的是讨论如何相互学习这是国际和跨文化师范教育和学校教育的概念和方法，旨在展示东西方互惠学习计划在师范教育中的学习成果和教育意义。该计划为岗前和在职教师创造了机会，使他们能够理解和欣赏不同于自己的文化和教育系统，从而为他们所教的人们提供相互的教育机会。这项工作中使用的研究理论和方法可在该系列丛书的随笔中找到，并在下面的项目概述中进行简要讨论，随后在对学生成果的讨论中进行简要讨论。这项工作对其他学校环境有影响，在这些学校中，越来越多的移民学生人口和文化多样性已成为常态。